Level 3 Technical Level IT: Programming

Lesson plan

Level 3 Technical Level IT: Programming

Unit name: Object oriented programming

Performance outcome: PO2 – P6

Tutor name:

Group or cohort
Week no. / 9
Date
Guidance notes:
Object oriented programming (OOP) is a software development method used to design and program robust modular solutions to real-world problems. In this lesson, learners will acquire knowledge regarding Class-Responsibility-Collaboration cards (CRC). They will learn how to define and understand their different purposes.
Learners will also study the layout of CRCs and how to use them in project groups, correctly and effectively
Length – 1 hour
Links to other assessment or performance outcomes:
• Unit 1 – Fundamental principles of computing.
• Unit 2 – Computer programming.
• Unit 3 – Website technologies.
• Unit 4 – Mobile applications programming.
• Unit 5 – Mathematics for programmers.
• Unit 6 – Event driven programming.
• Unit 8 – Industrial project.

Lesson objective

By the end of the lesson learners will be able to:

• Define the purposes of Class-Responsibility- Collaboration cards (CRC).

• Explain how to use CRC cards in project groups.

• Demonstrate practical use of CRC cards for given scenarios.

Activities

Tutor led:

• Recap previous lesson.

• Give introduction and overview of current lesson focusing on Class- Responsibility-Collaboration cards (CRC).

(10 minutes)

Tutor led:

• Introduce and discuss how Object

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in

Oriented applications are modelled using Class-Responsibility- Collaboration cards (CRC), ensuring that the following aspects are covered:

• purposes

• ideal group size

• use of CRC cards in project groups

• layout of CRC cards. (15 minutes)

Learner led:

• Learners research the definition, the purposes, the standard method of use and ideal group size for CRC cards.

• Learners either to prepare a presentation, a short essay or a textbook extract, using clear and concise language and diagrams. (10 minutes)

Tutor led:

Instruct and demonstrate how to use CRC

cards in project groups and explain their respective layout.

(10 minutes)

Learner led:

With tutor provided exercises and working in small groups, learners to carry out tasks

that encourage and enable them to practise using CRC cards within project groups as well as gain experience of their layout.

(10 minutes)

Tutor led:

• Give summary of the lesson.

• Review outcomes from the lesson. (5 minutes)

Suggestions for scenarios using CRC

cards

A good scenario for introducing learners to CRC cards is a product ordering/stock control/despatch system – the cards could be titled with class names such as:

• inventory item

• purchase order

• order item

• customer details

• customer address

• invoice, etc.

Another slightly more complex scenario could be a student/course registration system for a college – the cards could be titled in this scenario with class names such as:

• student

• course

• course enrolment

• course textbook

• faculty

• department

• departmental head, etc.

Other ideas could be:

• an address book

• a library system.

Resources

Videos

A Lynda.com explanation of CRC cards https://youtu.be/1E5NhGIjODU

Websites

A good description of CRC cards http://c2.com/doc/oopsla89/paper.html

Good webpage focusing on CRC cards http://www.inf.ed.ac.uk/teaching/courses/inf

1/op/Tutorials/2008/crc.html

A good presentation focusing on CRC cards: http://www.google.co.uk/url?sa=trct=jq= esrc=ssource=webcd=3ved=0CC4QFjA Curl=http%3A%2F%2Fwww.unc.edu%2F~ stotts%2Fcomp523%2FCRCcards.pptei=J hoMVcOlGsHtUp6Xg7AH&usg=AFQjCNFo PYRLsTnWSHcRwOftFwer9FCA_Qsig2=

_qRjMMMn3hSUS2NDmV0qxgbvm=bv.88

528373,d.d24

• Tutor-designed worksheets.

• Access to search engines, journals, textbooks, software manuals that cover these areas.

• White board/flip chart/projectors.

Synoptic assessment
Learners may draw upon knowledge that they may have obtained from previous study or work experience in relation to the following units:
• Unit 1 – Fundamental principles of computing.
• Unit 2 – Computer programming.
• Unit 3 – Website technologies.
• Unit 4 – Mobile applications programming.
• Unit 5 – Mathematics for programmers.
• Unit 6 – Event driven programming.
• Unit 8 – Industrial project. / Stretch and challenge activities
• Learners will be undertaking detailed investigations into the purpose, the standard method of use and ideal group size for CRC cards.
• Learners will research how CRCs are used to assist the software developer in the design process of object oriented applications.
• Learners will be required to actively participate in project groups in order to undertake a tutor-defined exercise to practise using CRC cards.
Transferable skills and/or soft skills
The following transferable skills are embedded into the group discussions and research activity:
• analysis.
The following soft skills are embedded within the group discussions and engagement in the activity:
• time management
• commitment
• working under pressure. / English and maths
English – This lesson provides learners with the opportunity to develop the following English skills:
• reading and understanding literature when undertaking research and investigation work
• oral communication within group discussions
• note taking
• the reading and understanding of tutor designed worksheets.
Maths — examining ideal CRC group sizes also gives learners some possibilities for using their mathematical skills by calculating maximum group interactions.
Assessment
Formative assessment: Observation of:
• engagement in research activities
• contribution to group discussions
• contribution to preparation of presentation
• contribution to class discussions
• understand of the need to use concise and clear language
• demonstrate an understanding of how illustration and diagrams can assist in explanation. / Meaningful employer engagement
Employer engagement could be obtained through:
• Support in producing assignments to reinforce learning
• employer presentations from employers involved in the implementation of object oriented software development.
Solving real-world scenarios (such as those provided by employers) are key to object oriented design.